国外组织行为学课件皮尔森ch09
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国外组织行为学课件皮尔森ch10
number of links in the communication chain.
Copyright © 2011 Pearson Canada Inc.
Chapter 10/ Slide 17
Filtering (continued)
Chapter 10/ Slide 2
Learning Objectives (continued)
4. Review the role of verbal and nonverbal communication at work.
5. Discuss gender differences in communication and identify how a failure to recognize these differences can cause communication problems.
Copyright © 2011 Pearson Canada Inc.
Chapter 10/ Slide 12
Upward Communication
• Information that flows from the bottom of the organization toward the top.
• Transmitting – Purchasing manager sends memo by email.
Copyright © 2011 Pearson Canada Inc.
Chapter 10/ Slide 7
A Model of the Communication Process and an Example (continued)
2. Discuss barriers to effective manageremployee communication.
Copyright © 2011 Pearson Canada Inc.
Chapter 10/ Slide 17
Filtering (continued)
Chapter 10/ Slide 2
Learning Objectives (continued)
4. Review the role of verbal and nonverbal communication at work.
5. Discuss gender differences in communication and identify how a failure to recognize these differences can cause communication problems.
Copyright © 2011 Pearson Canada Inc.
Chapter 10/ Slide 12
Upward Communication
• Information that flows from the bottom of the organization toward the top.
• Transmitting – Purchasing manager sends memo by email.
Copyright © 2011 Pearson Canada Inc.
Chapter 10/ Slide 7
A Model of the Communication Process and an Example (continued)
2. Discuss barriers to effective manageremployee communication.
国外组织行为学课件皮尔森ch10
Chapter 10/ Slide 3
Learning Objectives (continued)
7. Define computer-mediated communication and highlight its strengths and weaknesses.
8. Review personal strategies and organizational initiatives aimed at enhancing communication.
• Thinking – Purchasing manager thinks, “I think we’re getting short on A-40s.”
• Encoding – Purchasing manger keyboards memo to assistant requesting that he/she order A-40s.
Copyright © 2011 Pearson Canada Inc.
Chapter 10/ Slommunication Process
Copyright © 2011 Pearson Canada Inc.
Chapter 10/ Slide 6
A Model of the Communication Process and an Example
6. Discuss challenges relating to cross-cultural communication and identify useful strategies to deter miscommunication.
Copyright © 2011 Pearson Canada Inc.
组织行为学第一张皮尔森
• Managing organizational behaviour
Copyright © 2011 Pearson Canada Inc
Chapter 1 / Slide 13
Management
• Management is the art of getting things acplished in organizations through others
4. Contrast the classical viewpoint of management with that which the human relations movement advocated
Copyright © 2011 Pearson Canada Inc
Chapter 1 / Slide 2
Copyright © 2011 Pearson Canada Inc
Chapter 1 / Slide 11
How Much Do You Know About Organizational Behaviour
continued
• People are very good at giving sensible reasons why the sቤተ መጻሕፍቲ ባይዱme statement is either true or false
• Social inventions for acplishing mon goals through group effort
• Social inventions: The coordinated presence of people
• The field of organizational behaviour is about understanding people and managing them to work effectively
Copyright © 2011 Pearson Canada Inc
Chapter 1 / Slide 13
Management
• Management is the art of getting things acplished in organizations through others
4. Contrast the classical viewpoint of management with that which the human relations movement advocated
Copyright © 2011 Pearson Canada Inc
Chapter 1 / Slide 2
Copyright © 2011 Pearson Canada Inc
Chapter 1 / Slide 11
How Much Do You Know About Organizational Behaviour
continued
• People are very good at giving sensible reasons why the sቤተ መጻሕፍቲ ባይዱme statement is either true or false
• Social inventions for acplishing mon goals through group effort
• Social inventions: The coordinated presence of people
• The field of organizational behaviour is about understanding people and managing them to work effectively
【组织设计】国外组织行为学课件皮尔森ch02
self-monitoring, and self-esteem.
Copyright © 2011 Pearson Canada Inc.
Chapter 2/ Slide 2
Chapter
2
Learning Objectives (continued)
5. Discuss positive and negative affectivity, proactive personality, general self-efficacy, and core self-evaluations.
6. Define learning and describe what is learned in organizations.
7. Explain operant learning theory and differentiate between positive and negative reinforcements.
• Dimensions and traits that are determined by genetic predisposition and one’s long-term learning history.
• People have a variety of personality characteristics.
Copyright © 2011 Pearson Canada Inc.
Chapter 2/ Slide 5
Personality and Organizational Behaviour
• Personality has a long history in organizational behaviour.
Copyright © 2011 Pearson Canada Inc.
Chapter 2/ Slide 2
Chapter
2
Learning Objectives (continued)
5. Discuss positive and negative affectivity, proactive personality, general self-efficacy, and core self-evaluations.
6. Define learning and describe what is learned in organizations.
7. Explain operant learning theory and differentiate between positive and negative reinforcements.
• Dimensions and traits that are determined by genetic predisposition and one’s long-term learning history.
• People have a variety of personality characteristics.
Copyright © 2011 Pearson Canada Inc.
Chapter 2/ Slide 5
Personality and Organizational Behaviour
• Personality has a long history in organizational behaviour.
国外组织行为学课件皮尔森ch
Copyright © 2011 Pearson Canada Inc.
Chapter 2/ Slide 5
Personality and Organizational Behaviour
• Personality has a long history in organizational behaviour.
• Situations can be described as being either “weak” or “strong”.
• In weak situations, roles are loosely defined, there are few rules and weak reinforcement and punishment contingencies.
– The dispositional approach – The situational approach – The interactionist approach
Copyright © 2011 Pearson Canada Inc.
Chapter 2/ Slide 6
The Dispositional Approach
Chapter 2/ Slide 8
The Interactionist Approach
• Organizational behaviour is a function of both dispositions and the situation.
• To predict and understand organizational behaviour, we need to know something about an individual’s personality and the work setting.
国外组织行为学课件皮尔森ch03
perception is occurring
• Each component influences the perceiver’s impression or interpretation of the target.
Copyright © 2011 Pearson Canada Inc.
Chapter 3/ Slide 6
Chapter 3/ Slide 3
Learning Object来自ves (continued)
8. Define trust perceptions and perceived organizational support and describe organizational support theory.
5. Discuss various biases in attribution.
Copyright © 2011 Pearson Canada Inc.
Chapter 3/ Slide 2
Learning Objectives (continued)
6. Discuss the concepts of workforce diversity and valuing diversity.
9. Discuss person perception and perceptual biases in human resources.
Copyright © 2011 Pearson Canada Inc.
Chapter 3/ Slide 4
What Is Perception?
• The process of interpreting the messages of our senses to provide order and meaning to the environment.
• Each component influences the perceiver’s impression or interpretation of the target.
Copyright © 2011 Pearson Canada Inc.
Chapter 3/ Slide 6
Chapter 3/ Slide 3
Learning Object来自ves (continued)
8. Define trust perceptions and perceived organizational support and describe organizational support theory.
5. Discuss various biases in attribution.
Copyright © 2011 Pearson Canada Inc.
Chapter 3/ Slide 2
Learning Objectives (continued)
6. Discuss the concepts of workforce diversity and valuing diversity.
9. Discuss person perception and perceptual biases in human resources.
Copyright © 2011 Pearson Canada Inc.
Chapter 3/ Slide 4
What Is Perception?
• The process of interpreting the messages of our senses to provide order and meaning to the environment.
国外组织行为学课件皮尔森ch09
• Intelligence is related to leadership but not as strongly as previously thought.
Copyright © 2011 Pearson Canada Inc.
Chapter 9 / Slide 11
Limitations of the Trait Approach
• Strategic leaders are open and honest in their interactions with the organization’s stakeholders and they focus on the future.
Copyright © 2011 Pearson Canada Inc.
2. Explain and critically evaluate the trait approach to leadership.
3. Explain the concepts of leader consideration, initiating structure, reward, and punishment behaviour and their consequences.
• It is difficult to determine whether traits make the leader or whether the opportunity for leadership produces the traits.
• Does not tell us what leaders do to influence others successfully.
• Some traits are associated with leadership.
Copyright © 2011 Pearson Canada Inc.
Chapter 9 / Slide 11
Limitations of the Trait Approach
• Strategic leaders are open and honest in their interactions with the organization’s stakeholders and they focus on the future.
Copyright © 2011 Pearson Canada Inc.
2. Explain and critically evaluate the trait approach to leadership.
3. Explain the concepts of leader consideration, initiating structure, reward, and punishment behaviour and their consequences.
• It is difficult to determine whether traits make the leader or whether the opportunity for leadership produces the traits.
• Does not tell us what leaders do to influence others successfully.
• Some traits are associated with leadership.
国外组织行为学课件皮尔森ch11共78页
国外组织行为学课件皮尔森 ch11
11、战争满足了，或曾经满足过人的 好斗的 本能， 但它同 时还满 足了人 对掠夺 ，破坏 以及残 酷的纪 律和专 制力的 欲望。 ——查·埃利奥 特 12、不应把纪律仅仅看成教育的手段 。纪律 是教育 过程的 结果， 首先是 学生集 体表现 在一切 生活领 域—— 生产、 日常生 活、学 校、文 化等领 域中努 力的结 果。— —马卡 连柯(名 言网)
13、遵守纪律的风气的培养，只有领 导者本 身在这 方面以 身作则 才能收 到成效 。—— 马卡连 柯 14、劳动者的组织性、纪律性、坚毅 精神以 及同全 世界劳 动者的 团结一 致，是 取得最 后胜利 的保证 。—— 列宁 摘自名言网
15、机会是不守纪律的。——雨果
6、最大的骄傲于最大的自卑都表示心灵的最软弱无力。——斯宾诺莎 7、自知之明是最难得的知识。——西班牙 8、勇气通往天堂，怯懦通往地狱。——塞内加 9、有时候读书是一种巧妙地避开思考的方法。——赫尔普斯 10、阅读一切好书如同和过去最杰出的人谈话。——笛卡儿
Thank you
11、战争满足了，或曾经满足过人的 好斗的 本能， 但它同 时还满 足了人 对掠夺 ，破坏 以及残 酷的纪 律和专 制力的 欲望。 ——查·埃利奥 特 12、不应把纪律仅仅看成教育的手段 。纪律 是教育 过程的 结果， 首先是 学生集 体表现 在一切 生活领 域—— 生产、 日常生 活、学 校、文 化等领 域中努 力的结 果。— —马卡 连柯(名 言网)
13、遵守纪律的风气的培养，只有领 导者本 身在这 方面以 身作则 才能收 到成效 。—— 马卡连 柯 14、劳动者的组织性、纪律性、坚毅 精神以 及同全 世界劳 动者的 团结一 致，是 取得最 后胜利 的保证 。—— 列宁 摘自名言网
15、机会是不守纪律的。——雨果
6、最大的骄傲于最大的自卑都表示心灵的最软弱无力。——斯宾诺莎 7、自知之明是最难得的知识。——西班牙 8、勇气通往天堂，怯懦通往地狱。——塞内加 9、有时候读书是一种巧妙地避开思考的方法。——赫尔普斯 10、阅读一切好书如同和过去最杰出的人谈话。——笛卡儿
Thank you
国外组织行为学课件皮尔森ch10
Copyright © 2011 Pearson Canada Inc.
Chapter 10/ Slide 4
What is Communication?
• The process by which information is exchanged between a sender and a receiver.
Copyright © 2011 Pearson Canada Inc.
Chapter 10/ Slide 11
Downward Communication
• Information that flows from the top of the organization toward the bottom.
Chapter 10
Communication
Copyright © 2011 Pearson Canada Inc.
Chapter 10/ Slide 1
Learning Objectives
1. Define communication and explain why communication by the strict chain of command is often ineffective.
Chapter 10/ Slide 16
Filtering
• The tendency for a message to be watered down or stopped during transmission.
• Both upward and downward filtering can occur. • The potential for filtering increases with the
国外组织行为学课件皮尔森ch10
6. Discuss challenges relating to cross-cultural communication and identify useful strategies to deter miscommunication.
Copyright © 2011 Pearson Canada Inc.
2. Discuss barriers to effective manageremployee communication.
3. Explain the organizational grapevine and discuss its main features.
Copyright © 2011 Pearson Canada Inc.
Copyright © 2011 Pearson Canada Inc.
Chapter 10/ Slide 13
Horizontal Communication
• Information that flows between departments or functional units, usually as a means of coordinating effort.
• Interpersonal communication involves the exchange of information between people.
• The simplest prototype for interpersonal communication is a one-on-one exchange between two individuals.
Chapter 10/ Slide 2
Learning Objectives (continued)
Copyright © 2011 Pearson Canada Inc.
2. Discuss barriers to effective manageremployee communication.
3. Explain the organizational grapevine and discuss its main features.
Copyright © 2011 Pearson Canada Inc.
Copyright © 2011 Pearson Canada Inc.
Chapter 10/ Slide 13
Horizontal Communication
• Information that flows between departments or functional units, usually as a means of coordinating effort.
• Interpersonal communication involves the exchange of information between people.
• The simplest prototype for interpersonal communication is a one-on-one exchange between two individuals.
Chapter 10/ Slide 2
Learning Objectives (continued)
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• Strategic leaders are open and honest in their interactions with the organization’s stakeholders and they focus on the future.
Copyright © 2011 Pearson Canada Inc.
• Effective leadership exerts influence in a way that achieves organizational goals.
Copyright © 2011 Pearson Canada Inc.
Chapter 9 / Slide 5
Strategic Leadership
2. Explain and critically evaluate the trait approach to leadership.
3. Explain the concepts of leader consideration, initiating structure, reward, and punishment behaviour and their consequences.
Chapter 9
Leadership
Copyright © 2011 Pearson Canada Inc.
Chapter 9 / Slide 1
Learning Objectives
1. Define leadership and discuss the role of formal and strategic leadership.
5. Explain how and when to use participative leadership using the Vroom and Jago model.
6. Describe and evaluate Leader-MemberExchange Theory.
Copyright © 2011 Pearson Canada Inc.
• Leadership that involves the ability to anticipate, envision, maintain flexibility, think strategically, and work with others to initiate changes that will create a viable future for the organization.
Copyright © 2011 Pearson Canada Inc.
Chapter 9 / Slide 4
What Is Leadership?
• The influence that particular individuals exert on the goal achievement of others in an organizational context.
Chapter 9 / Slide 3
Learning Objectives
7. Discuss the merits of transactional and transformational leadership.
8. Define and discuss ethical and authentic leadership.
Chapter 9 / Slide 6
Formal Leadership
• Individuals with titles such as manager, executive, supervisor, and department head occupy formal or assigned leadership roles.
Copyright © 2011 Pearson Canada Inc.
Chapter 9 / Slide 7
Are Leaders Born? The Search for Leadership Traits
• The assumption that those who become leaders and do a good job of it possess a special set of traits that distinguish them from others.
Copyright © 2011 Pearson Canada Inc.
Chapter 9 / Slide 8
Research on Leadership Traits
Байду номын сангаас
Copyright © 2011 Pearson Canada Inc.
Chapter 9 / Slide 2
Learning Objectives
4. Describe and evaluate Fiedler’s Contingency Theory, Cognitive Resource Theory, and House’s Path-Goal Theory.
• They are expected to influence others, and they are given specific authority to direct employees.
• Individuals might also emerge to occupy informal leadership roles. They do not have formal authority.
9. Explain the role that culture plays in leadership effectiveness and describe global leadership.
10.Describe gender differences in leadership and explain why women are underrepresented in leadership roles in organizations.
Copyright © 2011 Pearson Canada Inc.
• Effective leadership exerts influence in a way that achieves organizational goals.
Copyright © 2011 Pearson Canada Inc.
Chapter 9 / Slide 5
Strategic Leadership
2. Explain and critically evaluate the trait approach to leadership.
3. Explain the concepts of leader consideration, initiating structure, reward, and punishment behaviour and their consequences.
Chapter 9
Leadership
Copyright © 2011 Pearson Canada Inc.
Chapter 9 / Slide 1
Learning Objectives
1. Define leadership and discuss the role of formal and strategic leadership.
5. Explain how and when to use participative leadership using the Vroom and Jago model.
6. Describe and evaluate Leader-MemberExchange Theory.
Copyright © 2011 Pearson Canada Inc.
• Leadership that involves the ability to anticipate, envision, maintain flexibility, think strategically, and work with others to initiate changes that will create a viable future for the organization.
Copyright © 2011 Pearson Canada Inc.
Chapter 9 / Slide 4
What Is Leadership?
• The influence that particular individuals exert on the goal achievement of others in an organizational context.
Chapter 9 / Slide 3
Learning Objectives
7. Discuss the merits of transactional and transformational leadership.
8. Define and discuss ethical and authentic leadership.
Chapter 9 / Slide 6
Formal Leadership
• Individuals with titles such as manager, executive, supervisor, and department head occupy formal or assigned leadership roles.
Copyright © 2011 Pearson Canada Inc.
Chapter 9 / Slide 7
Are Leaders Born? The Search for Leadership Traits
• The assumption that those who become leaders and do a good job of it possess a special set of traits that distinguish them from others.
Copyright © 2011 Pearson Canada Inc.
Chapter 9 / Slide 8
Research on Leadership Traits
Байду номын сангаас
Copyright © 2011 Pearson Canada Inc.
Chapter 9 / Slide 2
Learning Objectives
4. Describe and evaluate Fiedler’s Contingency Theory, Cognitive Resource Theory, and House’s Path-Goal Theory.
• They are expected to influence others, and they are given specific authority to direct employees.
• Individuals might also emerge to occupy informal leadership roles. They do not have formal authority.
9. Explain the role that culture plays in leadership effectiveness and describe global leadership.
10.Describe gender differences in leadership and explain why women are underrepresented in leadership roles in organizations.